بررسی تعدیل کنندگی وابستگی به تلفن همراه در آزمون مدل پیش بینی نشاط ذهنی بر اساس حمایت اجتماعی و ناگویی خلقی با میانجی گری اهمال کاری تحصیلی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای روانشناسی تربیتی، گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

2 گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران. نویسنده

3 گروه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

4 روه روانشناسی، واحد اهواز، دانشگاه آزاد اسلامی، اهواز، ایران.

چکیده

مقدمه و هدف: با توجه به شیوع بالای وابستگی به تلفن های هوشمند و نیز اهمال کری در بین نوجوانان، هدف این پژوهش بررسی تعدیل کنندگی وابستگی به تلفن همراه در آزمون مدل پیش بینی نشاط ذهنی بر اساس حمایت اجتماعی و ناگویی خلقی با میانجی گری اهمال کاری تحصیلی در دختران نوجوان بود.  
مواد و روش­ها: جامعه آماری شامل دانش‌آموزان دختر دورة متوسطه شهر بندر امام خمینی (ره) بود که در سال تحصیلی 98- 1397 مشغول به تحصیل بودند.از بین آنها 352 نفر به روش نمونه‌گیری تصادفی خوشه‌ای چند مرحله‌ای انتخاب شدند. و به پرسشنامه‌های وابستگی به تلفن هوشمند، حمایت اجتماعی ادراک شده، ناگویی خلقی، اهمال کاری و نشاط ذهنی، پاسخ دادند. داده‌ها با روش مدل‌یابی معادلات ساختاری تحلیل شدند. (05/0 ≥P).
یافته ­ها: نتایج نشان دادند در هر دو گروه، مسیر مستقیم حمایت اجتماعی و ناگویی خلقی، با نشاط ذهنی معنی دار نبود، اما مسیر مستقیم اهمال کاری تحصیلی به نشاط ذهنی منفی و معنی دار و حمایت اجتماعی به اهمال کاری تحصیلی منفی و معنی دار  و مسیر ناگویی خلقی به اهمال کاری تحصیلی مثبت و معنادار بود. اهمال کاری تحصیلی رابطه بین حمایت اجتماعی و ناگویی خلقی را با نشاط ذهنی به صورت کامل واسطه‌گری کرد. همچنین وابستگی به تلفن همراه این مدل میانجی گری را تعدیل کرد.
بحث و نتیجه ­گیری: می‌‌توان با افزایش حمایت اجتماعی و درمان ناگویی خلقی اهمال کاری تحصیلی را در نوجوانان کمتر کرده و به واسطه آن نشاط ذهنی را بهبود بخشید. و با آموزش استفاده صحیح از تلفن همراه شدت تاثیر عوامل بر کاهش نشاط ذهنی را کمتر کرد.

کلیدواژه‌ها

عنوان مقاله [English]

investigate the moderating role of mobile phone dependency in the model of predicting subjective vitality based on perceived social support and Alexithymia mediated by academic procrastination

نویسندگان [English]

  • Maryam Mohammadzadeh 1
  • Zahra Eftekhar soadi 2
  • saeed bakhtiarpour 3
  • Reza Joharifard 4
1 Ph.D Student of educational psychology, department of Psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
2 department of psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran
3 department of psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
4 department of psychology, Ahvaz Branch, Islamic Azad University, Ahvaz, Iran.
چکیده [English]

Introduction:The purpose of this study was to investigate the moderating role of mobile phone dependency in the model of predicting subjective vitality based on perceived social support and alexithymia mediated by academic procrastination in adolescent girls.
Materials and Methods: The statistical population included the Bandar Imam Khomeini high school girl students, in 2019. 352 of them were selected by multistage cluster random sampling. They responded to these questionnaires: smartphone addiction scale, Multidimensional Scale of Perceived Social Support, Alexithymia Questionnaire, academic procrastination Scale, and subjective vitality questionnaire. Data were analyzed by structural equation modeling
Findings:The results showed that in both groups of addicted students to mobile and non-mobile addicted, the direct path of social support and alexithymia was not significant with subjective vitality, but the direct path of academic procrastination to subjective vitality was negative and significant and social support had a negative and significant relationship with academic procrastination and alexithymia had a positive and significant relationship with academic procrastination. Academic procrastination also mediated the relationship between social support and alexithymia with subjective vitality. Dependence on mobile phones moderated this mediation model.
Conclusion:By increasing social support and treating alexithymia, it is possible to reduce academic procrastination in adolescents and thereby improve subjective vitality. And by teaching the correct use of mobile phones, the intensity of the impact of factors on reducing subjective vitality decreased.

کلیدواژه‌ها [English]

  • Cognitive-behavioral training
  • Family Emotional Conditions
  • Mothers’ behavioral management training

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